How do misconceptions of electrochemistry identified in interviews enter into students’ reasoning in a more authentic setting?
2008 (English)Conference paper (Refereed)
Despite repeated demonstration of students’ nonscientific ideas, the central import for learning ascribed to such misconceptions has been questioned in the literature. In this study, we investigate what role encounters with misconceptions of electrochemistry identified in interviews play for the development of students’ reasoning in an authentic school setting. We audio-recorded talk between eight pairs of upper secondary students during a practical on electrochemistry. To study the role of misconceptions during the learning process, we used an approach that operationalizes learning on a discursive level as a description of what students do and say as part of an activity. We analyzed how encounters with known misconceptions entered into the students’ reasoning, and how these encounters influenced the directions students’ reasoning took. None of the encounters with known misconceptions constrained students’ reasoning or made it go in unwanted directions. In some cases, encountering the misconception worked as a resource for students’ reasoning. Furthermore, the misconceptions appeared as tentative alternatives or as questions rather than being actively maintained and defended. The results indicate that misconceptions recorded in interviews may have different roles in other settings. This may have consequences for how we interpret difficulties in learning science in authentic learning situations.
Place, publisher, year, edition, pages
misconceptions, electrochemistry, laboratory work, practical epistemology analysis, learning
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-35578OAI: oai:DiVA.org:su-35578DiVA: diva2:287529
2008 NARST Annual International Conference Impact of Science Education Research on Public Policy, March 30-April 2
ProjectsHur kan lärare hjälpa elever att resonera naturvetenskapligt